Musa Sheriff Urama and Okorieocha Ndidi, (Ph.D)

Transcription

1 MANPOWER DEVELOPMENT IN TECHNICAL AND VOCATIONAL EDUCATION (TVE) A PREREQUISITE FOR THE TECHNOLOGICAL DEVELOPMENT OF NIGERIA Musa Sheriff Urama and Okorieocha Ndidi, (Ph.D) Abstract Technological development of a nation is inseparable and indispensable with technical and vocational education. Studies have revealed that Technical and Vocational Education (TVE) is the bedrock of development in most advanced countries of the world. There is therefore, a strong need for innovations in TVE programmes so as to enable the nation to meet up with her manpower needs. This paper examined the need for manpower development in Technical and Vocational Education for better technological development. The objectives and roles of vocational education have also been discussed. It is recommended that the major areas of developing manpower include efficient formal education, with more emphasis on technical and vocational education programme, equipping the TVE institutions with qualified personnel and adequate cum relevant infrastructures and re-introduction of the Technical Teacher Training Program (TTTP) for the training and retraining of vocational technical teachers. The progress of any country in this present dispensation is viewed and measured by its technological development. It is the general belief now that no nation can stand the pace of development if her technology is not oriented towards the solving of her problems, be it social or economic. For a nation s technological development to be maximal, she must optimize her manpower. Ibeneme (2009) opined that no nation can develop beyond the level of the human resources it has. To develop technologically requires amongst others a workforce that has the right skills, knowledge and attitude of which are acquired through technical and vocational education. According to United Nations Education, Scientific and Cultural Organisation (UNESCO) and International Labour Organisation (ILO) technical and vocational education refers to those aspects of educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge related to occupations in various sectors of economic and social life (UNESCO and ILO, 2002). It can also be defined as a means of preparing for occupational fields and effective participation in the world of work. It also implies lifelong learning and preparatiobn for responsible citizenship. In its broad definition Technical Vocational Education and Traininf (TVET) includes technical education, vocational education, vocational training, on-the-job-training or apprenticeship training deliverded in a formal way. According to the National Policy on Education (NPE, 2004), technical and vocational education is that form of education which is obtainable at the technical colleges. Technical and vocational education is equivalent to the senior secondary education but is designed to prepare individuals to acquire practical skills, basic and scientific knowledge, and attitude required as craftsmen and technicians, at sub-professional level. It also implies lifelong learning and preparation for responsible citizenship. In its broad definition TVET includes technical education, vocational education, vocational training, on the job training or apprenticeship training, delivered in a formal and non formal way. Knowledge Review Volume 26 No. 4, December,

2 Musa Sheriff Urama and Okorieocha Ndidi, (Ph.D) Technical education mainly refers to theoretical vocational preparation of students for jobs involving applied science and modern technology. It emphasizes the understanding of basic principles of science and mathematics and their practical applications, rather than the actual attainment of proficiency in manual skills as it is the case with vocational education. The goal of technical education is to prepare graduates for occupations that are classifieds above the skilled crafts but below the scientific or engineering professions ((Okorie, 2000). Vocational education and training prepares learners for jobs that are based on manual or practical activities, traditionally non-theoretical and totally related to a specific trade, occupation or vocation. Vocational education is usually considered part of the formal education system, and usually falls under the responsibility of the Ministry of Education. Osisioma (1993) stated that technical vocational education is the aspect of education which is mainly concerned with the preparation of individuals for skill performance of task. Technical and vocational education gives individuals the skill to live, learn and work as productive citizens in a global society, hence, it is a prerequisite for the manpower development of a nation. Development simply is the process by which some systems, place object of person enhances its state of being. Development must be measureable in terms of physical growth, socio economic improvement and general enhancement in he quality of life. There are different types of development among which is manpower development. Manpower development is the process of training and educating the individual for gainful employment thus meeting the society s need for skilled manpower (Kanu. in Okafor, 1993). It is the power supplied by human physical effort and the number of persons available for any specific service, as for military duty or for industrial work (Ferguson, 1998). Manpower is the most important of all the needs of the industry. Cole, (2008) stated that the focus of manpower development tends to be primarily on an organisation s future manpower requirements and secondly on the growth needs of individuals in the place of work. Development of manpower means exposing individual or group of individuals to those experiences that will enable them to be intellectually matured to acquire skills that will enhance their abilities in solving their personal and financial problems. Hence, manpower development relates to the trainings and development of a nation s human resources to achieve the highest productivity and most efficient interaction with other factors of production. Development of Manpower and its Relevance in Technological Development of Nigeria In any developmental efforts, technical and vocational education has a major role to play by providing the much needed skilled manpower in various spheres of endeavour, without the Engineers, Scientists, Inventors, Administrators and Managers of men and women will find it rather impossible to operate. The technological growth of any country should be structurally consistent with its manpower requirements. This implies that the institutions of learning should produce the right type of manpower in the right number, in the right quality and at the right time. Manpower development would demand the training of manpower both in quality and in quantity. Traditional apprenticeship, however was the source of manpower supply of the industries in the forties. One weakness of this traditional apprenticeship is its inability to provide the required quantity of manpower for the industry. The modern apprenticeship which has replaced traditional apprenticeship will also fail in meeting the manpower needs of the industry if it has no knowledge of the demand and supply of manpower in the industry (Ferguson 1985). So the modern apprenticeship should have the knowledge. During the Third National Development Plan period, , Nigeria manpower objective were focused upon: 1. The expansion of employment-oriented programmes and the removal of constraint on the growth and employment in various sectors of the economy. 2. The provision of industrial attachment programme, occupational guidance and similar schemes which are aimed at bridging the gap between education and training and the world of work and 130

3 Manpower Development in Technical and Vocational Education (TVE) A Prerequisite for the Technological Development of Nigeria 3. The strengthening of existing educational training facilities and establishment of additional ones in identified area of need The basic problem of most of the under developed countries is not poverty or natural resources but the under development of their human resources. The first step in development therefore should be the building up of human capital. This means improving the knowledge, skills, motivation, capacity, hopefulness as wel as mental and physical health of all members of the community (Habison and Brambeok, in Okoro 1993). Education is a means through which manpower is developed for technological development. Development of manpower does not terminate with the production of specified quality of manpower in any aspect of nation building nor does manpower development necessarily commence at the tertiary institution level. Infact, manpower development starts right from home before formal education is introduced to the child. One of the national objectives is to be a self-reliant country. To achieve this objective the country has to train her citizen adequately to meet the challenges of the fast-changing industrial technology. These challenges include inadequate manpower needed for technological development and economic growth of the country. In order to meet these challenges government has adopted some development programmes and polices such as Millennium Development Goal (MDGs), Universal Basic Education (UBE), National Economic Empowerment and Development Strategy (NEEDS), Technical Vocational Education and Training (TVET), Supervised Industrial Work Experience Scheme (SIWES). The National Policy on Education (2004) has placed great emphasis on Vocational and Technical Education as an important tool for technological and industrial development of Nigeria. Olutola (1986) observed that it has become generally accepted that there is a direct and casual link between trained and skilled labour force and a country s level of economic development. For a meaningful development to be achieved, a country s human resources must, among other things, be able to 1. Exploit and utilize the raw materials, power, labour and financial resources available. 2. Provide the framework for the country s industrialization by determining, its methods, trends, scale and growth rate. 3. Design, construct, operate, manage and maintain enterprises 4. Plan and implement workable development strategies for the nation. 5. Produce majority of the goods needed by citizens of the country and at the same time generate enough output to ensure economic independence of the nation. 6. Pxplore and research into other natural resource potentialities of the country that could be tapped and utilized for economic development. In order to meet up the above requirements, the human resources of any country must be developed through various skill acquisition programmes. Skills could be acquired through training, formal and informal education (apprenticeship). Skill acquisition through formal education can be obtained through vocational technical education. Vocational technical education is indeed, any form of education whose purpose is to prepare person s for employment in an occupation or a group of occupation. As a matter of fact, Vocational Technical education is aimed at developing not only practical skills but also a whole range of other skills like desirable work attitude and habits that make the recipient a very creative and resourceful individual (Eze, 2010). In any technologically advanced society training in different types of work is essential. Training is a continual process of helping employees perform at a high level from the first day the person starts to work (Donnelly, 1987). Donnelly further stated that training may occur at the place of 131

4 Musa Sheriff Urama and Okorieocha Ndidi, (Ph.D) work or at a special training facility but it should always be supervised by experts in the educational process. This training must aim at preparing the individual to be self-reliant or independent. Once an individual is given the initial training on acquisition of skills and the skills are acquired, the individual can then improve on such skills as the need arises. According to Agbato (1990) training could be acquired through the following avenues i. One the job training (OJT): ii. Job Rotation iii. Internal Training iv. External Training On the Job Training This avenue permits training the employee right on the job. It involves explanation, demonstrations, practice and criticism. In other words, the super-ordinate explains why a particular job is performed; he demonstrates it, gets the trainee to practice under his supervision and then criticizes the performance. Job Rotation It involves moving the trainee from one activity to another usually after short intervals. This acquaints the trainee with various activities of the organization. Internal Training This is usually done in the organization s training centre. One of such courses is the introduction courses designed to acquaint the new entrant of the modus operandi in the organization. Other forms of training could be in collaboration with specialized outsiders. External Training These are usually organized by outside specialists like the higher institutions of learning, professional bodies etc. This can take the form of conferences, lectures, workshops, role play, courses and seminars etc. It could even be conducted outside the home base of the organization abroad. The Role of Vocational Technical Education in Technological Development All nations in the world are faced with the challenge of improving the capacity of the workforce to respond to their own national development needs and to the demands of a rapidly changing, more global and competitive world. The future success of nations, including individuals, enterprises and communities increasingly depends on existence and possession of transferable and renewable skills and knowledge. Many, both in the developed and developing world, recognize the important role that Technical Vocational Education and Training (TVET) plays in equipping individuals with relevant skills and knowledge in social, economics and technological innovation process. TVET was regarded as a core component of national development strategy in the international community prior to the 1980 s but was gradually neglected due to high cost of funding and support (Nwaokolo, 2012). However, the 21 st century s need for new skills to match advances in information, communication and technology has initiated the return of TVET to the international agenda (World Bank Institute 2000 in Ani and Ani-Ofoegbu 2011). The level of manpower development of any nation depends on her technological growth (Dan 1979 in Onyia 1996). Vocational Technical Education is an important part of an education system, but it is a part of a whole that makes for the manpower development of a nation (Harvey 1976 in Onyia 1996). It is evident that manpower development and vocational education are inseparable, hence, Osisioma (1993) stated that the central objectives of Vocational Education revolves on the advancement of socio-economic, industrial and technological objectives that will eventually manifest themselves in improved standard of living for the citizen as well as in economic stability, industrial harmony and technological advancement. Vocational education is all about manpower development. 132

5 Manpower Development in Technical and Vocational Education (TVE) A Prerequisite for the Technological Development of Nigeria The roles of vocational technical education in manpower development of the nation succinctly are outlined as follows:- 1. To provide trained manpower on applied science, technology and commerce particularly at subprofessional grades. 2. To provide the technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development. 3. To provide people who can apply scientific knowledge to the improvement and solutions of environmental problems for the use and convenience of men.. 4. To give an induction to professional studies in engineering and other technologies. 5. To give training and imparting the necessary skills leading to the production of craftsman technicians and other skilled personnel who will be enterprising and self-reliant. 6. To enable the nation s young men and women to have an intelligent understanding of the increasing complexity of technology and the role technology plays in the world around them (Okoro, 1993). Effective vocational education is the key to the production of skilled manpower that would be able to utilize the resources available in the country for national development. The development in China, Japan and Demark are attributable, not to natural endowment but to the highly effective manpower in these countries. Vocational Education also makes people intelligent consumers of the products of technology in a world of unbridled commercialization (Olaitan, 1993). Nowadays, technical and vocational education is regarded as a veritable instrument in creating new employment opportunities and income generating activities in the formal and informal sectors of the economy, the need for which has become more imperative due to the global financial crisis. TVE can play an important role in economic development and poverty reduction if due attention is given to customizing or targeting education and training provision of local needs. The need of technical vocational education cnnot be over-emphasised on the manpower development of a nation. TVE is the engine for technological growth. No nation can fight a war without an army. In the same vein no nation can develop technologically without her manpower being trained adequately in the technical and vocational institutions. Dearth of Skilled Manpower Technical and vocational education is thriving in other countries of the world while Nigeria has neglected this aspect of education. The government is paying lip service to this form of education. The society lacks skilled technicians: bricklayers, carpenters, painters and auto mechanics, laboratory and pharmacy technicians, electrical/electronics technicians and skilled vocational nurses. As a result of poor training, some of the commercial drivers have sent many people to their early graves. The shabby performance of Nigeria s house builders (mason/bricklayers. etc) is no longer news. For this reason, individuals with important projects now use competent technicians from neighbouring countries. Mention is not to be made of the havoc the unskilled technicians have caused in the power sector. The nation s electricity supply is the greatest bottleneck to national development. Worse still, the various Government Technical Colleges which are spread all over the country, have continued to perform beyond expectation in terms of both quality and quantity of trainings and trainees. There are issues of inadequate resources, the problems are numerous. Suffice to say that three of them namely: resources, curriculum and teachers, stand out clearly as factors that make or mar qualitative technical and vocational education in the country. Poor funding, inadequately prepared teachers, and low quality of students have continued to rubbish technical and vocational education thereby making it unattractive to the teaming youths who would have been empowered to become the engine of economic growth and development. 133

6 Musa Sheriff Urama and Okorieocha Ndidi, (Ph.D) Conclusion No nation can make any meaningful socio-economic stride without well equipped technical and vocational institutions. Since technological growth of any country is based on its manpower requirement, our nation s manpower development effort should aim at training skilled labour force for the public service, business, industry and self-employment. It has been noted that manpower requirement is not only concerned with quantity but more importantly with quality. However, the progress of any society lies in the productivity of its citizens. Greater productivity gives a nation advantage of economics of scale and lowers the costs of production and prices of goods and service. Recommendations The problems associated with technological development in Nigeria have however continued to increase. A critical analysis of these problems over the past years clearly proved that the quality of graduates produced in most tertiary schools in the nation have failed and continued to fail in meeting the manpower needs of the nation and in acquiring the entrepreneurial skills required of them to be self-reliant. It is therefore recommended that the major areas of developing manpower should include provision of adequate facilities for technical and vocational education programmes, provision of qualified personnel s and infrastructures in the TVE institutions. The Federal Government should without further delay, re-introduce the Federal Technical Teacher Training Programme (FTTTP) which is geared towards training and retraining of technical and vocational teacher in the country. Besides, quick review of TVE curricula should be undertaken while in-service training and exchange programmes visits should be encouraged. Investment in technical and vocational education and skill training should be taken seriously as no nation can compete effectively in the emerging global market place with poorly educated and unskilled workforce. References Agbato, J. O. (1990). The nature of management. Lagos: Abiola Booking Press. Ani, G.A. & Ani-Ofoegbu, P. (2011). Manpower development in TVET and the challenges of local content in industrial development. A paper presented at the 24 th Annual National Conference of the Nigeria Associatio of Teachers of Technology, held at F.C.E. (T) Umunze 27 th October. Cole, G.A (2008). Personnel and human resources management. London: C&G offset Publishers. Donnelly, J.H. (1987). Fundamentals of management. United States: Business Publications. Eze, T.I. (2010). Skill development in science and technology education for millennium development goals. A key note address presented at the 9 th National Conference on Skill Development in Science and Technology Education for the Millennium Development Goals. Federal Ministry of Education, Abuja. Federal Republic of Nigeria (2004). National policy on education. Abuja: NERDC Ferguson, J. G (1988). New encyclopedia dictionary. New York Haven: Ferguson Publishers 134

7 Manpower Development in Technical and Vocational Education (TVE) A Prerequisite for the Technological Development of Nigeria Ibeneme, O. T. (2009). Vocational education in the era of economic down-turn vis-à-vis Vision 2020 and in Nigeria. Journal of Vocational and Technical Education 7 (1):18. Ojo, A. (1986). The place of vocational education in the economic development of Nigeria. The Vocational Education 3 (1) : 7 Okafor, A.N. (1992). The relevance of vocational and technical education to manpower development in Nigeria. Journal of Vocational and Technical Education and Manpower. 5(3) Okoro, O. M. (1993). Principles and methods in vocational technical education in Nigeria. Nsukka: University Trust Publishers. Olaitan, S. O. (1993). Human resources: Vocational technical education and the economy. Journal of Technical Review 4 (4): 1 Olutola, A. (1986). Manpower development and utilization in Nigeria problems and policies. Journal of Vocational Technical Education and Manpower Development 4 (4): 18. Onyia A.U. (1996). Technology education in manpower development of Nigeria. Journal of Technology Education 1 (1): 7 Osisioma, C.U. (1993). Emerging issues and problem of vocational technical education and self-reliance. Monograph Series United National Development Programme (UNDP, 1998). Human development report. New York: Oxford University Press. UNESCO & ILO (2002). Technical and vocational edcuation and training for twenty firstcentury. Recommendation. Geneva: UNESCO 135

PROVISION OF EQUIPMENT AND FACILITIES IN VOCATIONAL AND TECHNICAL EDUCATION FOR IMPROVING CARRYING CAPACITY OF NIGERIA S TERTIARY INSTITUTION Umunadi, Ejiwoke Kennedy Department Of Technical And Business

ENTREPRENEURSHIP AND FUNCTIONAL VOCATIONAL EDUCATION: A CATALYST FOR THE REALIZATION OF NATIONAL OBJECTIVES OF VISION 2020 IN NIGERIA D. G. Daboer Abstract Entrepreneurship and Vocational education are

FUNCTIONAL VOCATIONAL AND TECHNICAL EDUCATION CURRICULUM FOR SUSTAINABLE YOUTH EMPOWERMENT IN NIGERIA UMUNADI, Ejiwoke Kennedy Ph.D ABSTRACT: This paper was designed to look at vocational and technical

Technical Vocational Education And Training (TVET) And The Nation s Industrial Development Aishatu Ngozi Ezeani, Enugu State College of Education, Nigeria Musa Sheriff Urama, Federal College of Education,

Revitalizing Technical and Vocational Education Training for Poverty Eradication and Sustainable Development through Agricultural Education. Ibrahim Hamza Alhaji Abstract The goal 1 of the Millennium Development

YOUTH AND EDUCATION HIGHLIGHTS 10.6% of the world s youth (15-24 years old) are non-literate i. Data from 2011 indicates that in developing countries, the percentage of non-literate youth is 12.1%, with

Analysis of Experience of Designing the Professional Master Study Programme Career Counselling in Latvia Ilze MIKELSONE * Abstract A person s creativity is a natural, enduring process having a structure

Country Report on Adult Education in CROATIA Helsinki, 2011 Please check our website for the latest version of this country report via the following url or QR-code, or contact us directly at eaea-info[at]eaea.org.

Role of Business Education in Promoting Entrepreneurship in Nigeria Sulayman Dauda Gidado Department of Business Education FCT College of Education, Zuba-Abuja, Nigeria Email: Sdgidado@yahoo.co.uk Philo

Fact Sheet: Youth and Education 11% of the world s youth (15-24 years old) are non-literate. Data from 2005-2008 indicates that in developing countries, the percentage of nonliterate youth is 13%, with

VOCATIONAL AND TECHNICAL EDUCATION: A VIABLE TOOL FOR TRANSFORMATION OF THE NIGERIAN ECONOMY Kehinde, T. M. And Adewuyi, L. A. Department of Business Education, Adeyemi College of Education, Ondo, Ondo

Remarks by Ms. K. Anne Thompson Human Resources Management Specialist at the National Career Showcase Media Launch University of the West Indies Cave Hill Campus School of Graduate Studies St. Michael,

The Changing Demands of the 21 st Century: Challenges to Technical and Vocational Education Dr. Munther W. Masri President, National Center for Human Resources Development Jordan Keynote Address for the

PROMOTING SKILLS for SUSTAINABLE DEVELOPMENT There can be no sustainable development without education Environmental, economic and social indicators tell us that our current model of progress is unsustainable.

Title Registration for a Systematic Review: Post-basic technical and vocational education and training (TVET) interventions to improve employability and employment of TVET graduates in low- and middle-income

The 3 rd ASEAN & JAPAN HIGH LEVEL OFFICIALS MEETING ON CARING SOCIETIES: DEVELOPMENT OF HUMAN RESOURCES AND PARTNERSHIPS IN SOCIAL WELFARE AND HEALTH 29 AUGUST 1 SEPTEMBER 2005 TOKYO, JAPAN COUNTRY PAPER

BUSINESS EDUCATION STUDENTS S PERCEPTION OF THE SKILL NEEDS FOR SUCCESSFUL ENTREPRENEURSHIP IN NIGERIA. M. O. BINUOMOTE and OKOLI. B.E Department of Business Education Ebonyi State University, Abakaliki,

Development of Career Guidance Aimed at Improving Higher Education in Serbia CAREERS Serbian Career Guidance and Counseling System: Why National Career Guidance and Counseling Programme and Methodology

STRATEGY FOR IMPROVING THE USE OF ELECTRONIC TEACHING AND LEARNING(E-LEARNING) IN AGRIC SCIENCE AND HOME ECONOMICS IN TERTIARY INSTITUTIONS OF ANAMBRA STATE-NIGERIA Azubuike, O. C. 1 and Offordile, S 2

Estonian Higher Education Strategy, 2006 2015 INTRODUCTION This document specifies the strategic areas of development for Estonian higher education over the next 10 years. The developmental areas as approved

THAILAND s Perspective on Skills Training in the Workplace M.L. Puntrik Smiti Deputy Director General, Department of Skill Development, Ministry of Labour Thailand has the population of 66.72 million (2009),

MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy

INTERNATIONAL LABOUR ORGANISATION ACT/EMP PUBLICATIONS DEVELOPING THE TRAINING ROLE OF AN EMPLOYERS' ORGANIZATION by Sriyan de Silva International Labour Office January 1997 Table of Contents 1. What is

International Labour Organization Sustainable enterprises creating more and better jobs Sustainable development and decent jobs M. Crozet/ILO Despite several decades of unprecedented economic gains for

Education for All and TVET Two sides of the same coin? Potential synergies through integration and linkages Discussion paper for Workshop 4 Prepared by Gerd-Hanne Fosen for the Norwegian National Commission

Guideline for planning Vocational Maintenance Education and Training Manual 1 Page 2 (20) Looking for a career in a rapidely growing sector? - Like to broden your horizon by upgrading your current qulification?

TECHNICAL AND VOCATIONAL SKILLS ACQUISITION TRAINING: AN IMPERATIVE TOWARDS THE ACHIEVEMENT OF NATIONAL INDUSTRIAL REVOLUTION PLAN (NIRP). Sarafa Adebayo Raji Department of Insurance, School of Business

Perspectives of Open and Distance Learning in Myanmar Dr Hla Tint Acting Rector Yangon University of Distance Education Abstract This paper deals with the present situation of distance education implemented

EUROPEAN COMMISSION CONTRIBUTION TO MINISTERIAL MEETING IN RIGA ON 22 JUNE 2015 Skills for employability and competitiveness The economic crisis led to a massive destruction of jobs - many of them filled

Educational Research and Reviews Vol. 5(7), pp. 354-361, July 2010 Available online at http://www.academicjournals.org/err2 ISSN 1990-3839 2010 Academic Journals Full Length Research Paper The application

PUBLIC RELATIONS FUNCTIONS OF TECHNICAL AND VOCATIONAL EDUCATION TEACHERS IN ADAMAWA STATE OF NIGERIA: IMPLICATIONS FOR IMPROVED PUBLIC SUPPORT K.H. Bulama, (Ph.D) and T.J. Tika Abstract The study attempted

United Nations Cultural Organization Third International Congress on Technical and Vocational Education and Training Shanghai, People s Republic of China, 14-16 May 2012 SHANGHAI CONSENSUS Transforming

215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

Do not publish or DiStribute before 00:01 Gmt on tuesday 27 may 2014 Summary Developing with Jobs World of Work Report 2014 Developing with jobs Executive Summary INTERNATIONAL LABOUR ORGANIZATION RESEARCH

Statement by Union Minister for Education at the Conference on Development Policy Options Draft with Special Reference to Education and Health in Myanmar (14-2-2012, MICC, Nay Pyi Taw) Excellencies, Union

Ref: 4.14 Employability of University Graduates According to their Qualifications and Competencies: the Case of Latvia Working paper Inta Jaunzeme 1 University of Latvia, Faculty of Economics and Management

THE REPUBLIC OF UGANDA DPP Staff Training and Development Policy 2014 TABLE OF CONTENTS 1.0 INTRODUCTION 3 1.1 Policy and Legal Framework 4 1.2 Principles/Guidelines of the Training and Staff Development

A Strategic Human Resource and Training Plan for the Universal Health Care and the Wider Health System in Saint Lucia Terms of Reference for Human Resource Consultant June 2004 Terms of Reference Human

Policy Implications / Policy Recommendations Policy implications / policy recommendations deriving from our research findings point, for the German case, to the following aspects, which can also be seen